Moreillon, Judi. “Maximizing Your Impact.” Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: American Library Association, 2012. 11-19. Print.
Establishing a co-learning environment "creates opportunities for openness, experimentation, and democracy in classrooms and libraries." (11) - A "learning lab" environment
To promote student success in all areas, embed reading comprehension strategies in all content areas (11-12)
Reading Comprehension Strategies:
Activating or building prior knowledge - part of the inquiry process
Using sensory images
Questioning
Making predictions and drawing inferences
Determining the main idea
Using fix-up options
Synthesizing
Maximize learning opportunities and reduce S/T ratio by coteaching: SL, SpEd Ts, instructional coaches, and curriculum specialists are all potential coteachers. (12) What about including Admins? Mine are looking for positive reasons to be in the classroom...put them to work! :)
Online reading comprehension skills: effective online searching, including the relative importance of search engine hits; determining the authority of website authors, evaluating currency, accuracy, and bias (13)
Ss need to see RELEVANCE between school and real-world literacy (13)
Best Practices in Instruction and SL(13):
EBP
Backward planning
aligning and integrating IL standards with curricula
research-based instructional strategies
modeling metacognition and think-alouds
Achievement in reading as a foundational learning skill in all content areas is KEY.(13)
UbD (Backward Planning) - Wiggins and McTighe
Begin with SLOs - based on pretests, student inventories and reporting, T observation, standardized assessments(13)
Codevelop assessments - standards (AASL Standards for 21st Century Learning, ISTE Stds for Ss, TEKS, CCR) (14)
The ability to read is a key indicator of success in school and life.
Reading involves more than decoding and comprehending - interpretation and development of new understandings
Inquiry - To become independent learners, Ss must
gain inquiry skills
develop the disposition to use those skills
understand their own responsibilities
employ self-assessment strategies
Ss must learn ethical use of sources, technology skills, and have equitable access to resources.
IL - digital, visual, textual, and technical literacies are integral to IL
Learning is social for 21st-century Ss.
Howard, Jody. "The Teacher-Librarian as Curriculum Leader." The Many Faces of School Library Leadership. Ed. Sharon Coatney. Santa Barbara, CA: Libraries Unlimited, 2010. 85-100. TWU Library eBook.
Increasing curricular demands on Ts make SL leadership and creativity even more important both in promoting reading and supporting Ts (85)
Tools to support SL in determining how to best support classroom learning: curriculum mapping and collection mapping(88)
Horizontal curriculum mapping - outlines what will is taught in one class in one year.
Vertical curriculum mapping - scope and sequence across grades
Collection mapping - allows SL to see where library collection needs development to match curriculum map
Inquiry-based Learning
SL assists Ss w/critical thinking
Providing a foundation for inquiry lessons = essential curr. role of SL
alignment of inquiry process and curriculum helps Ss master lifelong learning skills
Ss learn HOW to think, how to use higher order thinking skills, and how to become independent learners.
Carnesi, Sabrina, and Karen DiGiorgio. "Teaching The Inquiry Process To 21St Century Learners." Library Media Connection 27.5 (2009): 32-36.
Inquiry Process Defined
"engages students in a way that promotes critical thinking, higher-level processing, and the use of more and varied appropriate resources" (32)
"solve problems or answer questions that they can use throughout life"
Advantages (32):
encourages cooperative learning
cross-curricular learning
addresses different learning styles
addresses multiple-intelligences
encourages cooperative learning
addresses the possibility of more than one acceptable path to knowledge
calls for students to communicate findings
requires student reflection
utilizes all levels of Bloom's - Lower level in first 2 steps; relies on higher levels in the other steps
Inquiry Process
1. Questioning: Student generated questions (version of research questions) - Teach levels of questions to help Ss create open-ended ?s, student self-assessment of prior knowledge (K-W-L)(32)
2. Planning: Make a schedule (This is a KEY life skill few students have!); finding resources; important skill - evaluating Web sites (34)
3. Collecting and Crediting: Ss collect and document information (NoodleTools); use of digital portfolios; avoiding plagiarism (36)
4. Organizing: organizing notes; determine whether critical information is missing or not; review and revise organized notes (Complete the KWL chart)
5. Synthesizing: Technology! Article seems to disparage traditional research paper, but a) curriculum requirements and b) college readiness requirements make it a necessity at the jr/sr level - process can use inquiry, though.; Use of Web 2.0 tools to appeal to Ss
6. Communicating: oral presentations, web sites, What about including a real-world audience - an outside professional, community members, etc?; Comments for Kids
Allen, Susan M. "Information Literacy, ICT, High School, And College Expectations." Knowledge Quest 35.5 (2007): 18-24.
Information Literacy: "ability to know when there is a need for information," ability to know when there is a need for information, to identify, locate, evaluate, and effectively use that information (19)
IL requires technology skills, application skills, research skills, critical thinking, ethics and responsibility, communication and collaboration (19)
IL - beyond traditional library training for students (21-22)
analyzing content of materials
creating new knowledge
producing a product
Scenario-based student assessment(22)
Multi-tasking scenarios described as "realistic, interesting, current, and age-appropriate" by Ss (22)
Ss claimed scenarios required "only common sense" and did not see the tasks as "part of an academic evaluation" (22) (Ss have used technology their entire lives...they expect it. They don't see IL as a skill to be learned.)
S strengths: "defining information needs"
S difficulties: "bookmarking and locating relevant web pages", judging the usefulness of information; use of academic databases; judging the authority of materials; presenting information appropriate for a specific audience. (23)
HS assume tech skills are "purely technical", but using tech to analyze information is defining skill of ICT literacy (23)
Moreillon, Judi. Lesson Planning 101 PowerPoint. 23 Aug. 2009. PPT.
Researchers and Educators who Influence Lesson Planning
Harada and Yoshina
Madeline Hunter - Essential Elements of Instruction(EEI)
Marzano, Pickering, and Pollock - Research-based Instructional Strategies (RbIS)
Ross Todd - EBP
Wiggins & McTighe - Understanding by Design (UbD)
What skills or strategies do Ss need to know?
Assess prior knowledge
Determine content knowledge
End goal - product or process
Assess
1. What content know at the end of this lesson?
determined by curriculum standards, observation and experience, a concept or problem the student and teacher have decided is the next step
2. What process and product should students have mastered?
based on learning processes and product students are expected to produce
3. How will we know they have achieved the objectives?
pre and post test? comparison to prior work?
Student choice?
Differentiation?
technology?
assessment (and self-assessment) tools?
These three questions come before lesson design
For EEI - objectives and test are designed first
For EBP - Evidence FOR practice, Evidence IN practice, and Evidence OF practice are critical for providing evidence:
Evidence FOR Practice: Why should we teach this? What do Ss need to learn?
Evidence IN Practice: What formative assessments will be used? How will they drive instruction? What local data will they generate?
Evidence OF Practice: How will we use this evidence to guide further instruction? Who do we need to share this data with?
UbD - setting goals, objectives, and assessment instrument in the beginning
“backward planning”
Effective educators begin with the end firmly in mind. Moreillon, Judi. Research-based Instructional Strategies PowerPoint. 23 Aug. 2009. PPT.
Establishing a co-learning environment "creates opportunities for openness, experimentation, and democracy in classrooms and libraries." (11) - A "learning lab" environment
To promote student success in all areas, embed reading comprehension strategies in all content areas (11-12)
Reading Comprehension Strategies:
- Activating or building prior knowledge - part of the inquiry process
- Using sensory images
- Questioning
- Making predictions and drawing inferences
- Determining the main idea
- Using fix-up options
- Synthesizing
Maximize learning opportunities and reduce S/T ratio by coteaching: SL, SpEd Ts, instructional coaches, and curriculum specialists are all potential coteachers. (12) What about including Admins? Mine are looking for positive reasons to be in the classroom...put them to work! :)Online reading comprehension skills: effective online searching, including the relative importance of search engine hits; determining the authority of website authors, evaluating currency, accuracy, and bias (13)
Ss need to see RELEVANCE between school and real-world literacy (13)
Best Practices in Instruction and SL(13):
Achievement in reading as a foundational learning skill in all content areas is KEY.(13)
UbD (Backward Planning) - Wiggins and McTighe
American Association of School Librarians. Standards for the 21st-Century Learner (2007): n. pag. Web. 26 Sept. 2015.
<http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf>.
Reading
Inquiry - To become independent learners, Ss must
Ss must learn ethical use of sources, technology skills, and have equitable access to resources.
IL - digital, visual, textual, and technical literacies are integral to IL
Learning is social for 21st-century Ss.
Howard, Jody. "The Teacher-Librarian as Curriculum Leader." The Many Faces of School Library Leadership. Ed. Sharon Coatney. Santa Barbara, CA: Libraries Unlimited, 2010. 85-100. TWU Library eBook.
Increasing curricular demands on Ts make SL leadership and creativity even more important both in promoting reading and supporting Ts (85)
Tools to support SL in determining how to best support classroom learning: curriculum mapping and collection mapping(88)
Inquiry-based Learning
- SL assists Ss w/critical thinking
- Providing a foundation for inquiry lessons = essential curr. role of SL
- alignment of inquiry process and curriculum helps Ss master lifelong learning skills
- Ss learn HOW to think, how to use higher order thinking skills, and how to become independent learners.
Carnesi, Sabrina, and Karen DiGiorgio. "Teaching The Inquiry Process To 21St Century Learners." Library Media Connection 27.5 (2009): 32-36.Inquiry Process Defined
- "engages students in a way that promotes critical thinking, higher-level processing, and the use of more and varied appropriate resources" (32)
- "solve problems or answer questions that they can use throughout life"
Advantages (32):Inquiry Process
1. Questioning: Student generated questions (version of research questions) - Teach levels of questions to help Ss create open-ended ?s, student self-assessment of prior knowledge (K-W-L)(32)
2. Planning: Make a schedule (This is a KEY life skill few students have!); finding resources; important skill - evaluating Web sites (34)
3. Collecting and Crediting: Ss collect and document information (NoodleTools); use of digital portfolios; avoiding plagiarism (36)
4. Organizing: organizing notes; determine whether critical information is missing or not; review and revise organized notes (Complete the KWL chart)
5. Synthesizing: Technology! Article seems to disparage traditional research paper, but a) curriculum requirements and b) college readiness requirements make it a necessity at the jr/sr level - process can use inquiry, though.; Use of Web 2.0 tools to appeal to Ss
6. Communicating: oral presentations, web sites, What about including a real-world audience - an outside professional, community members, etc?; Comments for Kids
Allen, Susan M. "Information Literacy, ICT, High School, And College Expectations." Knowledge Quest 35.5 (2007): 18-24.
Information Literacy: "ability to know when there is a need for information," ability to know when there is a need for information, to identify, locate, evaluate, and effectively use that information (19)
IL requires technology skills, application skills, research skills, critical thinking, ethics and responsibility, communication and collaboration (19)
IL - beyond traditional library training for students (21-22)
Scenario-based student assessment(22)
HS assume tech skills are "purely technical", but using tech to analyze information is defining skill of ICT literacy (23)
"Ask, Act, Achieve." InfOhio. Web. 08 Feb. 2014. <http://go.infohio.org/.>
Moreillon, Judi. Lesson Planning 101 PowerPoint. 23 Aug. 2009. PPT.
Researchers and Educators who Influence Lesson Planning
What skills or strategies do Ss need to know?
1. What content know at the end of this lesson?
2. What process and product should students have mastered?
3. How will we know they have achieved the objectives?
These three questions come before lesson design
- For EEI - objectives and test are designed first
- For EBP - Evidence FOR practice, Evidence IN practice, and Evidence OF practice are critical for providing evidence:
Evidence FOR Practice: Why should we teach this? What do Ss need to learn?Evidence IN Practice: What formative assessments will be used? How will they drive instruction? What local data will they generate?
Evidence OF Practice: How will we use this evidence to guide further instruction? Who do we need to share this data with?
UbD - setting goals, objectives, and assessment instrument in the beginning
Effective educators begin with the end firmly in mind.
Moreillon, Judi. Research-based Instructional Strategies PowerPoint. 23 Aug. 2009. PPT.
Texas Learning4Life Implementation Team. "Success for Texas Students through School Library Programs." TEKS Alignment Wiki. Web. 09 Jan. 2014. <http://teksalign.pbworks.com/w/page/5945281/FrontPage>.